Evaluating teachers’ adaptability of Reformed Teaching Observation Protocol (RTOP) in the classroom evaluation environment in China
Dazhen Tong, PhD candidate, College of Teacher Education, East China Normal University, Shanghai, China
Professor Hongjun Xing, Capital Noraml University, Beijing, China
The new round of basic education curriculum reform initiated by China in recent years will inevitably bring about the reform of classroom teaching. How to test the reformed classroom teaching effect so that it can always follow the new curriculum reform concept is a problem that needs to be solved urgently. On the basis of examining the evaluation concept and application of the “Reformed Classroom Teaching Observation Protocol (RTOP)” originated in the United States, we test the appropriateness of RTOP in China’s classroom teaching evaluation environment from both qualitative and quantitative perspectives, with good results. By comparing the advantages and disadvantages of RTOP and China’s “Toshiba Cup Scoring Table”, it is found that RTOP can provide beneficial enlightenment for the transformation of classroom teaching evaluation concepts and the development of evaluation tools under the background of China’s new curriculum reform.
curriculum reform; classroom teaching evaluation; RTOP; Toshiba Cup score table